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[2] Analysis of Year 8 Assessment Data The following analysis is based on the scores received through progressive achievement tests in reading and comprehension (PAT-R) and is data pertaining to a Year 8 class from the Riverside school. PAT-R assessment is used by teachers to assess for learning, assess as learningand the assessment of learning. The data provided is based on comprehension, vocabulary and spelling skills and is represented as a whole class as well as separated in male and females. Evaluating the comprehension skills the PAT-R data reveals that most of the students (59%) are in stanine four and five. This represents a normal bell curve that one might expect in a class where the majority of the students are located in an average area. It was shown that there were almost an equal amount of students in the higher end of the bell curve 24% (stanines 6, 7, 9) when compared with the lower end of the bell curve 17 %( stanine 3). We know that reading to learn is an essential skill for middle school students (year 6 – 8); however, reading for understanding still continues to be a challenge for many such students (Gajria, Jitendra, Sood, & Sacks, 2007). This information is useful to teachers as it provides good opportunities for differentiation and perhaps some form of reciprocal teaching in such a class. We know that reciprocal teaching can empower students in the higher stanines and can be very beneficial to those in the lower stanines; however it must be appropriately implemented and not overly used. When comparing the differences between males and females it was interesting to see that male students had a smaller amount of students in the middle of the bell curve and had quite a high percentage of students in stanines 6 and 7 (28%) but then also a relatively high number of students in stanine 3. Only female students were found in stanine 9 and generally had better comprehension skills which could perhaps reflect that female students are reading more at this particular age. In a study done by Gambell and Hunter it was found that femalemiddle and high school students spent less time watching television than males. They also found that more females read for enjoyment out of school, had marginally higher educational aspirations and were generally better at English and art subjects when compared to males. So what could I do as a teacher to encourage more males to read? According to Rosenblatt, males see little intrinsic value to reading but are rather more driven through external factors. Thus as teachers we could try include more relevant and functional genres into our teaching programs. Considering what we know about males in terms of comprehension and how they tend to be more pragmatic readers and more inclined to read functional texts, we as teachers can take this
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